scholarly journals School-based evidence for the validity of curriculum-based measurement norms for French immersion students in School District #57

2006 ◽  
Author(s):  
Sheralee Thibault
Keyword(s):  
School District ◽  
French Immersion ◽  
Curriculum Based Measurement ◽  
School Based

Instructional Strategies and SLA in Early French Immersion

1993 ◽  
Vol 15 (2) ◽  
pp. 245-259 ◽  
Author(s):  
Birgit Harley
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Instructional Strategies ◽  
Experimental Research ◽  
French Immersion ◽  
School Based ◽  
Immersion Programs ◽  
Clear Conception

Examining the role of instruction in second language acquisition (SLA) entails not only a specification of what aspects of SLA stand to be affected but also a clear conception of what is meant by instruction. In this paper the potential of various instructional strategies for promoting SLA among child second language (L2) learners is considered in relation to empirical findings in early French immersion programs. Several principles are proposed concerning the what, when, and how of code-focused L2 instruction in a communicatively oriented school-based acquisition context. These proposals need to be put to the test in further experimental research.

An Exploratory Study to Assess School Principals’ Knowledge of Child Welfare Policies

2020 ◽  
pp. 105268462097206
Author(s):  
Jeffrey McCabe
Keyword(s):  
School District ◽  
Title I ◽  
Exploratory Study ◽  
School Principals ◽  
Welfare Policies ◽  
District Policy ◽  
Investigative Interviews ◽  
School Based ◽  
Abuse And Neglect ◽  
Survey Results

Because schools are a customary location to conduct child abuse and neglect investigative interviews, this study examines survey results from 109 principals in Tennessee to determine if the Title I status of a school or years of experience as a principal predict awareness of DCS interview policies and an ability to accurately interpret policies related to school-based interviews. A statistically significant relationship was found between the Title I status of a school and principals’ awareness of interview policies. Not all school principals in Tennessee were aware of or could accurately interpret policies for conducting interviews. This study identified principals being more aware of school district issued policies than state-issued policies, and that including the DCS policy as part of school-district policy may increase awareness.

Getting into the Classroom and Making it Work!

1990 ◽  
Vol 21 (2) ◽  
pp. 110-113 ◽  
Author(s):  
Susan S. Christensen ◽  
Catherine H. Luckett
Keyword(s):  
School District ◽  
Service Delivery ◽  
Elementary Students ◽  
Regular Education ◽  
Speech Language Pathologists ◽  
San Luis ◽  
School Based ◽  
Whole Class ◽  
Unified School District

Since 1988, speech-language pathologists of the San Luis Coastal Unified School District (San Luis Obispo, California) have met the needs of some elementary students with speech-language IEPs by providing "whole class" language experiences in the regular education classroom. This paper provides techniques that the authors have found effective in this type of service delivery and suggestions to aid other school-based speech-language professionals in initiating such a model.

Empowerment in a Controlling Place: Youth Program Facilitators and Resistance to School Discipline

2017 ◽  
Vol 61 (4) ◽  
pp. 610-625
Author(s):  
Max A. Greenberg
Keyword(s):  
School District ◽  
Los Angeles ◽  
Violence Prevention ◽  
Urban Schools ◽  
School Discipline ◽  
Control School ◽  
Cultural Heterogeneity ◽  
Youth Program ◽  
School Based ◽  
Violence Prevention Programs

Research has described a nearly monolithic culture of control that shapes the disciplinary practices and experiences of youth in urban schools. However, existing research does not adequately account for the diverse actions of school-based adults in relation to school discipline. Drawing on four years of fieldwork in violence prevention programs implemented in classrooms throughout Los Angeles Unified School District (LAUSD), this study explores how program facilitators create and sustain a cultural frame of empowerment within the context of the culture of control. As the findings reveal, facilitators narrowed and refined empowerment, emphasizing student anonymity and leveling classroom authority. This enactment of empowerment temporarily subverted disciplinary and punitive mechanisms in ways that meaningfully impacted individuals. This article applies the theoretical framework of cultural heterogeneity to educational contexts, arguing that while schools are sites of an overarching culture of control, school-based adults enact multiple, often conflicting cultural frames.

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